From Reaction to Regulation: Leveraging Contextualized Agency to Manage Amygdala Hijack

• In Event: Promoting Cognitive and Contextual Agency Through Scalable Interventions for Self-Regulated Learning and Adaptive Performance

Abstract

Background
Amygdala hijack, a term introduced by Goleman (1995), describes a neurobiological response in which the amygdala—the brain’s emotional processing center—overrides the prefrontal cortex, triggering impulsive and emotionally charged reactions. While often useful in life-threatening situations, this mechanism can be maladaptive in everyday contexts, such as freezing during public speaking or overreacting to feedback. Trauma history increases vulnerability to amygdala hijack, as emotionally charged memories make individuals more reactive to environmental triggers. However, research suggests these responses can be managed through contextualized agency—a stance in which learners are seen not just as self-regulators, but as active agents who shape their physical, social, and cognitive environments to support performance and well-being (Authors, 2024).

Aims
This study examined whether a brief digital training module on amygdala hijack could shift learners’ interpretations of emotionally charged behaviors and improve regulation strategies. Specifically, it tested whether framing the content within an “Agency in Leveraged Contexts” stance—emphasizing environmental modification—would promote greater recognition of contextual factors and more adaptive, context-sensitive regulation strategies.

Methods
Forty undergraduates (M = 19.69, SD = 1.38) from a private U.S. university completed a self-guided e-learning module. Participants were randomly assigned to a control group (amygdala hijack training only) or a treatment group (amygdala hijack training with agency framing). All completed a pre-assessment, training module, post-assessment, and demographic survey in one session lasting about an hour.
Pre- and post-assessments involved analyzing fictional scenarios of a college-aged protagonist in a summer or part-time job exhibiting maladaptive behavior likely driven by amygdala hijack linked to past trauma. Participants wrote recommendations for addressing the situation. Scenarios were structurally isomorphic, counterbalanced, and used gender-neutral language to avoid bias. After the post-assessment, participants reflected on changes in their thinking.
Written responses were coded by three independent coders over four iterative rounds. To assess inter-rater reliability, two coders independently analyzed a randomly selected subset of 10 participants (25%), reaching 80% agreement.

Results
The training significantly improved recognition of trauma-linked emotional triggers of maladaptive behaviors. While only 11 participants (27.5%) referenced past trauma in the pre-assessment, this rose to 38 (95%) post-intervention (p < .001). The treatment group was significantly more likely to suggest environmental modifications to reduce emotional triggers and enhance performance, with a large effect size (ES = 0.81 SD, p = .017).

Significance
Results indicate that short, digital lessons on psychological concepts such as amygdala hijack can meaningfully shift how students interpret emotionally charged behavior, fostering empathy and self-awareness. Moreover, results demonstrate that instruction emphasizing contextual agency can promote more adaptive strategies, complementing traditional self-regulation approaches.

Authors

• Judy (Jiayun) He, Stanford University

• Tina A. Grotzer, Harvard University

• Megan Powell Cuzzolino, Harvard University

• Yu Hao, University of Oxford

• Olav Schewe, University of Oxford